A Field Study on Distance Education and Communication
Experiences of a Virtual Tutor
Bibliographic Data
| ID | 12449474 |
|---|---|
| Authors | Karin Schweizer (0000-0003-4043-739X, corresponding author), Manuela Paechter (0000-0002-8052-1599, corresponding author), Bernd Weidenmann (National Experimental University of the Armed Forces, corresponding author) |
| Year | 2006 |
| Volume | 6 |
| Issue | 2 |
| Pages | 0-0 |
| Publication date | 2006-06-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Computer-Mediated Communication (JOURNAL) |
| Journal identifiers | ISSN: 1083-6101 • E-ISSN: 1083-6101 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1083-6101.2001.tb00116.x |
| OpenAlex | W2033339366 |
| Language | EN |
| References cited | 18 |
In a field study on distance education and communication we varied the social presence of a tutor in four degrees: a tutor mediated by verbal, written information (condition 1), the same tutor mediated by written information and various personal views (condition 2), the same tutor mediated by written and spoken information (condition 3), and the same tutor mediated by text, views and spoken language (condition 4). Three hypotheses derived from cues-filtered-out (e.g. Short, Williams, & Christie, 1976; Spears & Lea, 1992) and adaptation theories (e.g. Clark & Brennan, 1996; Walther, 1992) were tested: (1) To experience the tutor with less social presence leads to extremely emotional evaluations as well as more task oriented, informal, and tense reactions compared to conditions in which the tutor can be experienced with greater social presence. (2) Adaptation to the medium takes place via the use of typographical sideways symbols. (3) Time is an important factor in adaptation: with passing time, differences between groups converge. We recorded data from 98 German male students who participated for 9 weeks in an off-campus online seminar on certain topics of General Psychology. Instruction took place via 6 virtual rooms (Web pages) on the Internet (library, virtual classroom etc.). The analyses of students's online activities and their communication style are based on a large amount of data: Altogether, students logged in 3608 times, read 1240 mails, and composed 160 mails. The communication style observed in the mails partly confirms hypotheses (1) and (2). We also noticed significant changes in the communication style with progressing time. The data of the investigated sample, however, could not fully support hypothesis (3). Here, further research seems to be necessary
Adaptation (eye · Distance education · Field (mathematics · Mathematics education · Style (visual arts · The Internet · TUTOR · Visual arts · World Wide Web · Communication in Education and Healthcare · Computer Science · Knowledge Management and Sharing · Mathematics · Psychology · Team Dynamics and Performance
Communication Yearbook 3
Interpersonal Effects in Computer-Mediated Interaction
Nonverbal cues in computer‐mediated communication, and the effect of chronemics on relational communication
Reducing Social Context Cues
Grounding in communication.
Is a Picture Worth a Thousand Words?
The social psychology of telecommunications
How To Do Things With Words
Speech and Situation
Teleconferencing, Concern for Face, and Organizational Culture
Educational Applications of CMCS
Social psychological aspects of computer-mediated communication
Relational Communication in Computer-Mediated Interaction
Speech Acts
| Highly cited | No |
|---|